I will gather the kids on the carpet for a few rounds of Start At/Stop At. I changed the numbers for this activity a few lessons ago. For a complete breakdown of this activity and the number cards needed to play, please see the warm up section of the linked lesson.

I gather the students onto the carpet and review how we measured our feet yesterday. I tell them that "Today you will be measuring your the area of your foot again. However, instead of using tiles, you will use counters and cubes. I will hand you your foot outline form yesterday (or kids can have a friend trace their foot on a new sheet of paper). You will need to cover you foot once with cubes and count the total. You should then write your name and total number of cubes used on a stick it note. You will then do the same thing with the red and yellow counters.

As you are working on this activity, I will be calling you over one at a time to count a group of objects for me. I want to see how well your are doing with counting larger amounts of things." It is the expectation that students count to 120, starting at any number less than 120. In this range, the can read and write numerals and represent a number of objects with a written numeral (CCSS.Math.Content.1.NBT.A.1).

You can use the assessment sheet that is in the section resource. There is also a video example of a student taking part in the assessment. The video is just over three minutes long, which makes it a little longer than most of my videos. However, it is a great example of how to work through this assessment with a kid. I have also included the filled out sheet with this child's notes on it. His name is Keegan, so you will have to look at his row not he assessment check sheet.

**Note** You will most likely not get through your entire class during this time. You should continue the assessment in the next lesson. I only got through 10 students on this day.

Based on today's assessment, I want to continue to model the use of a structure when counting, by grouping objects into groups of tens as I count. I also want to continue to wool with my one student who still can't accurately count 40-6- objects. She needs more opportunities to do this and I need to get a deeper understanding of where the breakdown is for her.

Resources

I call all of the students to the carpet and have them face the smart board. "Why do you think that the counting we have been doing is a little more challenging than yesterday?" You want to get at the idea that they are using more objects to cover and therefore are having to count more and bigger numbers.

"As I was observing people count, I noticed a few people using different strategies to make the counting easier and to be more accurate. I saw some people using the strategy of pulling one cube from the outline and saying 1, then 2, 3, and so on. Who could model that way (call on someone you saw using this strategy)? I also saw a student touching each one (again call on someone you saw doing this)? Who could model that? Finally, I saw some students using groups of 10's. Who could model that?" The CCSS want students to attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning (CCSS.Math.Practice.MP6). I this case I am looking for students stating that they said a number for each cube they moved and that they used the term groups of ten and that they were able to count by tens and ones to get the total.

I am ending with this example because I would like to see students using this strategy. It keeps it organized, and it is easy to recount and/or double check their work. The double checking is something that will need to be emphasized and modeled all year long.

Big Idea:
Young children love a good mystery. This lesson allows them to explore numbers to 100 and how they are structured on a hundreds chart while playing a really fun and engaging Missing Numbers game.